Abstract
Study objective: The present study used interdependent group-oriented contingencies with elementary school students, in order to examine their effects on the students' adaptive behavior. Design: Multiplebaseline design across behaviors. Setting: A public elementary school. Participants: 9 elementary school students (4 boys, 5 girls). One of the boys was a student with a developmental disability. Intervention: Target behavior 1 was "Do class chores." Target behavior 2 was "Write a composition of 5 or more lines in 10 minutes." Target behavior 3 was "Announce the day's news." Measure: The number of students who responded positively to each target behavior. Results: The percentage of positive responses to each target behavior increased. In addition, the students and their teacher reported favorable impressions of this approach. Conclusion: The use of interdependent group-oriented contingencies was effective for increasing the adaptive behavior of regular students, one of whom was a student with a developmental disability.
